Browsing by Author "Campbell, Éowyn"
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Item Open Access Insights into Recharge Processes in Mountain-Block Hydrology Using Isotopic and Geochemical Characterization(2021-09) Campbell, Éowyn; Ryan, M. Cathryn; Osborn, Gerald; Stadnyk, TriciaMountain block hydrology, including mountain streamflow generation and aquifer recharge in both mountains and prairies, depends on the infiltration and transport of mountain precipitation. Yet these recharge processes are not yet fully understood, and the two dominant paradigms regarding mountain recharge appear to be in conflict – Mountain Block Recharge (MBR) suggests adjacent prairie aquifers are recharged by deep flowpaths from mountain blocks, while alpine recharge suggests local flowpaths generate most mountain streams, which then recharge prairie aquifers at the mountain front. This thesis investigates this apparent dichotomy by analysing mountain recharge, aquifer storage, and streamflow generation using water geochemistry and isotopes in the upper (unreqgulated) reach of the Elbow River, an eastern slopes watershed. Water isotopes in precipitation and streamflow demonstrate that the young water fraction (Fyw) methodology is not well suited to areas with overwinter snowpack, but that average water isotope composition of winter baseflow shows ~20% of streamflow is derived from the previous year’s precipitation, suggesting rapid infiltration and throughflow. Silica and sulfate in streamflow and groundwater samples, along with sulfate isotopes, show that siliciclastic and carbonate aquifers contribute water equally to the Elbow River despite greater carbonate volume in the watershed, and that aquifer residence times are less than 10 years. Finally, analyzing the same geochemical components in late October baseflow along the length of the Little Elbow shows that high, cold precipitation infiltrates and is transported along intermediate and deep flowpaths before becoming streamflow at low elevations. Together, these findings suggest that the dominant paradigms are really two aspects of the highly dynamic and interconnected nature of mountain block hydrology.Item Open Access Interdisciplinary courses as spaces of reflection and exploration(2024) Campbell, Éowyn; Gilbert, Brian; Sandblom, NicoleOverview of the session and topic: Reflection is an essential part of course design that supports a wide variety of learners (McRae et al. 2018). Using the DEAL model (Ash and Clayton 2009, Loy et al. 2021) in F18, we developed activities where our students considered feedback about their writing in our interdisciplinary course. In our research project, we investigated the student experience with semi-structured conversational interviews. We will share our research findings surrounding these student perspectives. Our analysis revealed how reflection influenced their progress in self-assessing their writing process. We also noted that they describe developing skills that impacted their future learning and careers. Intent for the session: Participants will consider how receiving feedback from outside of their discipline can be important for students, will examine how accessible course design can influence life-long learning, and will discover how the findings may connect to their own teaching contexts. Brief overview of meaningful inclusion: In addition to the research presentation and handout, we will use an interactive platform (e.g. Padlet) to encourage reflection about our study. This resource provides an opportunity for the participants to actively engage in our session and serves as an artefact to reflect back and connect their own learning to that of others. They can connect their own learning to the learning of others. References Ash SL, Clayton PH. 2009. Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education. 1(1): 25-48. Loy K, Huh R, Snow J, Redmond A. 2021. Learning Module: Critical Reflection. Available from: https://taylorinstitute.ucalgary.ca/resources/module/critical-reflection [Accessed 12 January 2022]. McRae N, Pretti TJ, Church D. 2018. Work-Integrated Learning Quality Framework, AAA [White paper, PDF file]. Available from: https://uwaterloo.ca/centre-advancement-co-operative-education/sites/ca.centre-advancement-co-operative-education/files/ uploads/files/wil_quality_framework_-_aaa_-_for_posting.pdf [Accessed 27 January 2021].Item Open Access Reimagining reflective activities in your blended and online teaching(2024) Campbell, Éowyn; Gilbert, Brian; Sandblom, NicoleReflection is an essential component of high-quality experiential learning for students (Kaipainen et al, 2020; McRae et al., 2018). Using the DEAL model (Ash and Clayton 2009, Loy et al. 2021) in F18, we developed activities to be included as an Online and Blended Component of learning in our course. We asked students to reflect formally and repeatedly on their feedback, and to use these activities to plan next steps in their learning. After several years of iterative improvements to these activities, we wanted to understand how students use reflection. Using thematic analysis (Braun and Clarke 2006), we are reviewing several cohorts of consenting participants to assess whether students’ perceptions of learning align with our course outcomes. Since this data involves three years of teaching in a variety of modalities, we also gain insights into student perceptions of the effects of online and blended course delivery on their learning. In our session, we will briefly review our learnings to date and then, through surveys, engage participants by asking them to examine their own experiences with reflection techniques in connection to teaching and learning in blended and online environments. Lastly, participants will have opportunities to explore developing questions that can inspire more thoughtful reflection in their own teaching contexts. At the end of the session for our session outcomes, participants will have examined how reflection fits into their own teaching practice, generated questions for reflection, and identified building blocks to incorporate these techniques. Ash SL, Clayton PH. 2009. Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education. 1(1): 25-48. Braun V, Clark V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3: 77-101. doi:10.1191/1478088706qp063oa Kaipainen E, Braun R, Arseneault R. 2020. Experiential learning plan for University of Calgary (2020-25). Contributors: Reid L, Stowe L, Kenny N, Barker S, Johns C, Christie C, King L, Hillmo J. Available from https://ucalgary.ca/provost/sites/default/files/EL%20Plan%202020-25.pdf [Accessed 27 January 2021]. Loy K, Huh R, Snow J, Redmond A. 2021. Learning Module: Critical Reflection. Available from: https://taylorinstitute.ucalgary.ca/resources/module/critical-reflection [Accessed 12 January 2022]. McRae N, Pretti TJ, Church D. 2018. Work-Integrated Learning Quality Framework, AAA [White paper, PDF file]. Available from: https://uwaterloo.ca/centre-advancement-co-operative-education/sites/ca.centre-advancement-co-operative-education/files/uploads/files/wil_quality_framework_-_aaa_-_for_posting.pdf [Accessed 27 January 2021].